- 著者
-
細川 幹夫
高橋 均
- 出版者
- 日本教育社会学会
- 雑誌
- 教育社会学研究 (ISSN:03873145)
- 巻号頁・発行日
- vol.31, pp.54-71,en213, 1976-09-30 (Released:2011-03-18)
Since about 1960, research on the problems of the socialization of individuals has come to the forefront of the field of Educational Sociology in America, in Germany and in Japan. We would like to discuss the reasons for this trend; in the first place, we would like to take up topics under the heading “the socialzaition of individuals”, historical studies on the conceptual origins, and the development in relation to the social, ideological and educational affairs, and the purposes of the research; and, in the second place, we would like to point out that there are two fundamental concepts concerning socialization. Seen from different viewpoints of human nature, these last are the Durkheimian sociological concept and the Dewey-Meadian socio-psychological concept. From the educational viewpoint, they may be divided into the following two: the concept of unconsciousfunctional socialization and the concept of intentional socializing education. In the third place, we would like to mention that in America the unification and harmonization of socialization and individualization were at the centre of disputes from the very beginning, and we will summarize the reasons for this in three points based on the following statement: Since 1950, research on the problems of socialization has come to dominate the field. Fourthly, we would like to take up the most seriousp roblem-that of the rigorous distinction between Sozialization and Personalisation, which exists in the German Pädagogische Anthropologie, Erziehungswissenschaft, Soziologie der Erziehung. In other words, we would like to take up the positive concept of socialization implying socialadaptation-internalization (as basic socialization, or primary education), its limitations (for human existence-conscience), and the issues involved (adaptation to present-day technology). Finally, we would like to consider the trends and issues as treated by Japanese educationalsociologists. 1) We clarify such agents of socialization as family, school and others, and make clear their characteristics; 2) We investigate the trends in the research areas of political, economic, ccupational, and moral branches of socialization, as examples in which the content of such research is examined; and 3) We take up the problem of research areas, and suggest the possibility of handling the problems of juvenile delinquency as part of the study of socialization.